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    MELC's Quarter 1 Specific Learning Competencies (Codes) From CG Lessons/Topics From LM

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    JOSEFINA DELA CRUZ
    This document outlines the Specific Learning Competencies (SLCs) from the Curriculum Guide (CG) and their corresponding lessons from the Learning Module (LM) for four quarters. For Quarter 1, the SLCs focus on using information from various sources in conversations, determining the effects of textual aids, and appraising plot, setting and characterization. The corresponding LM lessons cover modules 1-4 and focus on listening comprehension, reading comprehension, and viewing comprehension. For Quarter 2, the SLCs involve language of research, identifying text structures, formulating opinions and claims, and public speaking. The LM lessons cover modules 1-4 and address grammar, writing claims, and delivering presentations. Quarter 3

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    MELC's Quarter 1 Specific Learning Competencies (Codes) From CG Lessons/Topics From LM

    Uploaded by

    JOSEFINA DELA CRUZ
    13K views3 pages
    This document outlines the Specific Learning Competencies (SLCs) from the Curriculum Guide (CG) and their corresponding lessons from the Learning Module (LM) for four quarters. For Quarter 1, the SLCs focus on using information from various sources in conversations, determining the effects of textual aids, and appraising plot, setting and characterization. The corresponding LM lessons cover modules 1-4 and focus on listening comprehension, reading comprehension, and viewing comprehension. For Quarter 2, the SLCs involve language of research, identifying text structures, formulating opinions and claims, and public speaking. The LM lessons cover modules 1-4 and address grammar, writing claims, and delivering presentations. Quarter 3

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    This document outlines the Specific Learning Competencies (SLCs) from the Curriculum Guide (CG) and their corresponding lessons from the Learning Module (LM) for four quarters. For Quarter 1, the SLCs focus on using information from various sources in conversations, determining the effects of textual aids, and appraising plot, setting and characterization. The corresponding LM lessons cover modules 1-4 and focus on listening comprehension, reading comprehension, and viewing comprehension. For Quarter 2, the SLCs involve language of research, identifying text structures, formulating opinions and claims, and public speaking. The LM lessons cover modules 1-4 and address grammar, writing claims, and delivering presentations. Quarter 3

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13K views3 pages

    MELC's Quarter 1 Specific Learning Competencies (Codes) From CG Lessons/Topics From LM

    Uploaded by

    JOSEFINA DELA CRUZ
    This document outlines the Specific Learning Competencies (SLCs) from the Curriculum Guide (CG) and their corresponding lessons from the Learning Module (LM) for four quarters. For Quarter 1, the SLCs focus on using information from various sources in conversations, determining the effects of textual aids, and appraising plot, setting and characterization. The corresponding LM lessons cover modules 1-4 and focus on listening comprehension, reading comprehension, and viewing comprehension. For Quarter 2, the SLCs involve language of research, identifying text structures, formulating opinions and claims, and public speaking. The LM lessons cover modules 1-4 and address grammar, writing claims, and delivering presentations. Quarter 3

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    MELC’s Specific Learning Competencies Lessons/Topics from LM

    Quarter 1 (Codes) from CG


    1.Use information from news reports, Get different viewpoints on various local and
    speeches, informative talks, panel global issues(EN10LC-IVb-3.18); Determine Module 1 Lessons 1-4
    discussions, etc in everyday conversations the implicit and explicit signals, verbal as well
    and exchange (EN10LC-1a-11.1) as non-verbal used by the speaker to
    highlight significant point(EN10LC-1c-4);
    Single out direct and indirect signals used by
    the speaker (EN10LC-1d-4.1); Point out the
    effectiveness of the devices used by the
    speaker to attract and hold the attention the
    listener( EN10LC-1e-14.1; Determine the
    roles of discourse markers (EN10LC-1f-14.2)
    2.Determine the effects of textual aids like
    advance organizers, titles, non-linear Transcode information from linear to non- Module 1 Lessons 1-4
    illustrations, etc. on the understanding of linear texts and vice-versa (EN10RC-IIa-11); Module 2 Lessons 1-2
    the text (EN10RC-1a-2.15.2) Explain illustrations from linear to non-linear
    texts (EN10RC-IIb-11.2); Present information
    using tables, graphs and maps (EN10 RC-IIc-
    3. Appraise the unity of plot, setting, and 5.4)
    characterization in a material viewed to Module 4 Lessons 3-6
    achieve the writer’s purpose (EN10VC-IVc- Assess one’s viewing behavior (EN10VC-IVe-
    29) 30)

    4.Compare and contrast the contents of the


    materials viewed with outside sources of Evaluate how the elements that make up Module 4 Lessons1-3
    information in terms of accessibility and reality and fantasy affect viewing habit
    effectiveness (EN10VC-IVc-15) (EN10VC-IVi-6.1)
    5. Employ analytical listening in problem Detect biases and prejudices (EN10LC-IIg- Module 2 lesson 4
    solving (EN10LC-IIe-13.2) 13.3)
    6. Evaluate and make judgments about a
    range of texts using a set of criteria e.g. Evaluate text content, elements, features and
    comparing arguments on the same topic, properties using a set of criteria (EN10RC-IIh- Module 2 lesson 6
    critiquing a short story 2.22)

    7. Evaluate spoken texts using given criteria Examine how spoken communication may be
    e.g. fluency, tone, cohesion, correctness repaired or enhanced (EN10LC-Ii-14) Module 1 Lesson 3

    MELC’s Specific Learning Competencies (Codes) from Lessons/Topics from LM


    Quarter 2 CG
    1. Observe the language of research, Acknowledge citations by preparing a
    campaigns and advocacies (EN10G-Iva-32) bibliography (EN10-IId-1.6.3); Use writing Module 2 Lessons 3-4
    conventions to indicate acknowledgment of Module 3 Lessons2-3
    resources (EN10SS-IIe-1.6.4); Show respect Module 4 Lessons 3-6
    for intellectual property rights by
    acknowledging citations (EN10-IIIc-1.6);
    2. Identify key structural elements: Use words and expressions that emphasize a Module 1 Lessons 3-4
    Exposition, arguments, restatement of point (EN10G-Ic-26); Use modals (EN10G-If- Module 2 Lessons 2-3
    positions, modal verbs, attitudes expressed 3.6); Use words and expressions that affirm Module 3 Lessons 4-6
    through evaluative language, conjunctions, or negate (EN10G-IIe-28); Use structures of
    declarative statements, rhetorical modifications (EN10G-IIIe-30)
    questions

    3. Formulate a statement of opinion or Use words and expressions that emphasize a Module 1 Lessons 4-6
    assertion (EN10WC-Ic-12.2) point (EN10G-Ic-26)

    4. Formulate claims of fact, policy, and Use patterns and techniques of developing an Module 2 Lessons 3-4
    value (EN10WC-IIb-13.2) argumentative claim (EN10WC-IIc-13.3)
    5. Write an exposition or discussion on a Compose a persuasive text expressing one’s
    familiar issue to include structural elements stand on an issue (EN10WC-Ih-12-3); Module 1 Lessons 5-6
    and language features Compose a persuasive text using a variety of Module II Lessons 2-3
    persuasive techniques and devices (EN10WC-
    Ii-12);

    6. Deliver a prepared or impromptu talk on Identify the factors of public speaking


    an issue employing the technique in public (EN10OL-Ia-3.14); Describe and interpret the Module 1 Lessons 1-5
    speaking ethics of public speaking (EN10OL-Ib-3.15); Module 2 Lessons 4-6
    Discuss the techniques in effective public
    speaking (EN10OL-Ic-3.16); Employ the
    techniques in public speaking in sample public
    speaking situations (EN10OL-Id-3.16.1); Use
    the correct sound of English when delivering
    impromptu and extemporaneous speech
    (EN10OL-IId-3.11); Employ appropriate
    pitch, stress, juncture intonation, etc.
    (EN10OL-IIa-5)

    7. Compose texts which include multimodal Compose short persuasive texts using a Module 1 Lesson 6
    elements variety of techniques and devices (EN10WC-If-
    Ii-12)

    MELC’s
    Specific Learning Competencies (Codes) Lessons/Topics from LM
    Quarter 3 from CG

    Expand ideas using principles of cohesion


    1. Compose an argumentative essay (EN10WC- and coherence (EN10WC-IIIa-14.1.1)
    IIIb-13) Use a variety of informative, persuasive and Module 3 Lessons 1-2
    argumentative writing techniques
    (EN10WC-IIIb-14.1.2)

    2. Use a variety of informative, persuasive, and Use patterns and techniques of developing Module 3 Lesson 1
    argumentative writing techniques (EN10WC- an argumentative claim (EN10WC-IIc-13.3)
    IIIb-14.1.2)

    3. Compose an independent critique of a Module 3 Lessons 2-3


    chosen selection (EN10WC-IIIg-14)

    Explain how a selection may be influenced


    4. Critique a literary selection based on the by culture, history, environment, or other Module 2 Lessons 3,5-6
    following approaches: Structuralist/Formalist, factors (EN10LT-IIh-3); Evaluate literature Module 3 Lessons 5-6
    Moralist, Marxist, Feminist, Historical as a vehicle of expressing and resolving Module 4 Lessons 1-2
    conflicts between and among individuals or
    group (EN10LT-IIi-19)

    MELC’s Specific Learning Competencies (Codes) Lessons/Topics from LM


    from CG
    Quarter 4
    1. Distinguish technical terms used in Module 4 Lessons 1-4
    research (EN10V-IVa-30)

    2. Give technical and operational definitions Differentiate formal from informal definitions Module 1 Lessons 1-6
    (EN10V-IIa-13.9) (EN10V-Ia-13.9) Module 2 Lessons 1-6

    3. Give expanded definitions of words Module 3 Lessons 1-6


    (EN10V-IIIa-13.9)
    4. Compose a research report on a relevant Use a variety of informative, persuasive and Module 4
    social issue (EN10SS-1Ve-2.3) argumentative writing techniques (EN10WC- Lessons 5-6
    IVf-14.1.2)

    Submitted by: Grade 10 English Teachers

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